Charter School Competition, Organization, and Achievement in Traditional Public Schools

Autor/in	Davis, Tomeka M.
Titel	Charter School Competition, Organization, and Achievement in Traditional Public Schools
Quelle	In: Education Policy Analysis Archives, 21 (2013) 88, (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Charter Schools; Competition; Academic Achievement; School Choice; Administrative Organization; Educational Administration; Educational Change; Academic Standards; Teacher Characteristics; Educational Innovation; State Standards; Predictor Variables; Mathematics Achievement; Reading Achievement; Correlation; Elementary Secondary Education; Comparative Analysis; Conventional Instruction; Longitudinal Studies; Multivariate Analysis; Least Squares Statistics; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Wettkampf; Schulleistung; Choice of school; Schulwahl; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsreform; Instructional innovation; Bildungsinnovation; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Multivariate Analyse
Abstract	Market models of education reform predict that the growth of charter schools will infuse competition into the public school sector, forcing traditional public schools to improve the practices they engage in to educate students. Some scholars have criticized these models, arguing that competition from charter schools is unlikely to produce significant change among public schools. Using data from the Early Childhood Longitudinal Study-Kindergarten Class, I attempt to identify potential mechanisms linking charter competition to achievement in traditional public schools. The results provide little support for the market model. Competition from charter schools is not associated with reading or math scores, and is only associated with three of ten organizational measures. There is some support for an indirect relationship between math achievement and competition through reductions in teacher absenteeism, but these results fall short of meeting conventional thresholds for statistical significance. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10